Dissertations / Theses on the topic 'Conseillers en insertion professionnelle – Psychologie'
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Gohin, Audrey. "Variabilité des pratiques professionnelles des conseillers/référents RSA. Le rôle de la représentation de l'employabilité, du sentiment de reconnaissance et des conflits de rôles et de valeurs perçus." Electronic Thesis or Diss., Toulouse 2, 2023. http://www.theses.fr/2023TOU20066.
Since the end of « the 30-year post-war boom », the french employment and fight against exclusion policies have been trying to reduce the mass employment (Zoberman, 2011). At national and local levels, job integration plans are happening with greater frequency. However, this diversity make understandable the « insititutional confusing » typical for french job integration system (DARES, 2008) despite the government's desire to reduce this maze through « France Travail » (2023). While a number of academic studies have focused on buildings plans (Ebersold, 2005 ; Trindade-Chadeau) and evaluate the effects of theses plans on job-seekers (Hamzaoui, 2005 ; Wuhl, 1996), few studies have examined the actors in the integration sector, at the end of the employment policy chain. Based on this observation, our thesis, rooted in Work and Organizations Psychology, aims to analyze the professional practice of a specific population of insertion actors : "Revenu de Solidarité Active (RSA) advisors/referents". The french integration system is unique, it is at the crossroads between managerial logics aimed at reducing the number of jobseekers (Bajoit, 2005 ; Zwick Monney, 2015b) and more humanistic values herited from the social sector, which are better to take account of the singularity of jobseekers situations (Brégéon, 2008). In this particular context, how do RSA advisors/referents exercise and represente their professional role? Some RSA advisors/referents, for example, are more likely to adapt their practices to institutional prescriptions on employability. Others are more likely to seek a certain flexibility to take account of the specific situations of the people they support. Inscribed in a psychosocial perspective, the thesis aims to describe and account for the variability of guidance practices through the role orientation of RSA advisors/referents. With reference to the theoretical model of plural and active socialization (Baubion-Broye and al., 2013 ; Malrieu, 1989),we postulate hat the orientation of the professional role of these advisors/referents does not depend in a linear way based on institutional prescriptions, but is the result of a complex subjective activity - of intersignification - putting into perspective values, representations of self, others and work, which can sometimes be coherent with each other, or sometimes competing and a source of intrapersonal conflicts. This activity - not free from doubts and questioning - gives rise to a role orientation specific to each advisor. To account for this variability, we have developed a mixed methodology that articulates two empirical strands : an exploratory qualitative study and an extensive study. The qualitative exploratory study consists of semi-structured interviews with 12 RSA referents. A double analysis of the interviews - thematic and lexicometric via AlcesteEducation2018 - shows two predominant professional role orientations among RSA referents. An extensive questionnaire survey of 211 RSA advisors/referents showed that RSA advisors/referents are either involved in a conflictual dynamic in the orientation of their professional role, or in a dynamic of recognition of the orientation of this role. Both studies show a population that is mostly comfortable in their orientation in its professional role but that develops concerns for the future of its sector
Leung, Chit Kwai Gary Kim Seng. "Chômage, alcoolisme et insertion professionnelle." Bordeaux 2, 1994. http://www.theses.fr/1994BOR2M171.
Croity-Belz, Sandrine. "Approche psychosociale des processus de socialisation organisationnelle. L'exemple de l'insertion professionnelle de professeurs des écoles récemment recrutés." Toulouse 2, 2000. http://www.theses.fr/2000TOU20077.
Cordier, Christophe. "Insertion professionnelle et intégration des conseillers en génétique : une nouvelle coopération dans le domaine de la santé." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM5055/document.
The profession of genetic counselors was founded in Europe in the 1980’s in the United Kingdom. In France, it began in 2005 under the aegis of a law, following the report on the demographic situation in the Health professions (Berland 2002 /2004). Today, after seven years, we number 122 graduated genetic counselors that can work in a variety of settings in multiple specialty areas of human genetics. How these new non-medical practitioners are integrated into multidisciplinary services of genetics? How are they recruited and with which status? What are the responsibilities entrusted to them? How are they perceived by geneticists working with them? What is their position at European level? First, we performed a literature survey to trace the history of the creation of this new profession. To answer the underlined questions, we used socio-epidemiological studies through the elaboration of surveys regarding the education, the role and practice of genetic counselor. Studies were addressed to both genetic counselors and geneticists. Among the 122 graduated genetic counselors," 94 are employed (77%). They are able to manage consultations only when no medical act is required. However, the responsibilities are dependent on the relationship established between the genetic counselor and the medical geneticist. Overall, this profession has quickly settled in France and is the only one having a law at the European level. Although this survey emphasizes inequalities in the practice of this new profession as well as discrepancies regarding the administrative aspects, genetic counselors are increasingly being integrated into all levels of healthcare service delivery
Le, Roy Caroline. "La résurgence de phénomènes psychiques archaïques dans le champ de la « formation-insertion » : Contribution à une clinique du rapport au cadre pédagogique." Paris 10, 2008. http://www.theses.fr/2008PA100170.
This research examines the uncotiscious dimension of the educative relationship in the scope of "training-integration". To this end, the analyzed data are from clinical interviews aiming at research and carried out with professional and three training measures recipients, and are complemented by in situ observations. In a psychoanalytic oriented clinic approach of the research process, this work gradually frees up psychic phenomena linked to the Ego - non Ego différentiation. It is organized in four chapters. The first one presents "training-integration", its social issues and its organization forms to distinguish "social event" from "psychic event". The second one treats the "containment fonction" of partner networks, their psychic spatiality and temporality. The third one centers on entry into training and on archaic affects updating. The fourth one more specifically analyzes the filing of these affects in educative space and infers a clinic of report towards the educational framework
Li, Yong. "Condamnés à réussir : Insertion professionnelle des diplômés chinois en France, nouvelles dynamiques migratoires et identitaires." Rouen, 2016. http://www.theses.fr/2016ROUEL026.
In contemporary China, student migration is strongly linked to the project of social ascension of middle-class families. Today, major changes in migratory regimes and in labor markets both in China and in Europe invite us to rethink this migration issue within the conceptual framework of reflexive modernity. Our thesis proposes to study the migratory experience of young Chinese in the context of the massification of international studies. Through the life stories of some fifty former students who have arrived in France since the end of the 1990s, we have studied the integration paths of three migrant student figures: employees, scientific researchers, traders and entrepreneurs. We have shown how migrants constantly readjusted their life plans during their stay in France while projecting to a potential return to China. The biographical bifurcations, caused by the hazards in the various areas of life, often lead migrants to settle permanently on French soil. Student migrants are thus "condemned to succeed" in a competitive environment, torn between the contradictory injunctions of "living for oneself" and "living for others". In the end, three logics of construction of life-course emerged: the pursuit of "the ideal of success" of contemporary Chinese society; the loss of mobility related to the advancement across lifecycles; The process of subjectivation in which the individual tries to build a "genuine" relationship to oneself at a distance with the hegemonic model of success in China
Brien, Alexandre. "Étude de la détresse psychologique et des stratégies adaptatives chez des personnes en situation d'exclusion dans le cadre d'une formation visant l'insertion socioprofessionnelle." Sherbrooke : Université de Sherbrooke, 2004.
Botteman, André E. "La notion d'intérêt : élaboration d'un inventaire d'intérêts professionnels pour des jeunes adultes sans qualification." Bordeaux 2, 1993. http://www.theses.fr/1993BOR21007.
The emergence of individuality (Montaigne, Locke) leads to the notion of interest (Rousseau) and to the birth of a psychology of interest (Dewey, Claparède, Piaget). The notion of interest is enlightened by its connotations (attention, emotion, projection, identification, representation) and by akin notions such as appetite and involvement. The author also approaches the results of the validation of the inventory of occupational interests he drew up - on the Rothwell-Miller interest blank pattern - for undualified or not-over qualified young
Richeux, Nadine. "Regard sur l’insertion professionnelle des étudiants de l’enseignement supérieur : l’apport de la psychologie positive : dispositif longitudinal d’observation de trajectoires et mise en œuvre d’un programme d’intervention au service de l’insertion." Thesis, Rennes 2, 2020. http://www.theses.fr/2020REN20019.
Since the LRU law of 2007, the professional integration is part of universities’ mission. Ten years later, the facts show that young graduates face some difficulties. This PhD attempted to explore the resources to innovate in terms of supported integration. The analysis of the existing schemes allowed to identify two potential action areas : prepare students to better meet social expectations and give them access to resources to cope with the ups and downs of the job search. The positive psychology brings together these two aims : positive dimensions are socially valued while at the same time providing a psychological flexibility, useful to face the life events. Our objectives have been to verify wether some positive dimensions are linked to successful integration trajectories, to observe their evolution over time and to identify a Programme of intervention that will allow to develop them. A longitudinal study has been conducted with students close to graduation. A questionnaire enabled us to identify the most significant variables connected to the trajectories : mindfulness, hope, sense and emotional skills. Specific modeling studies confirmed intra-individual variations on these dimensions over time and inter-individual differences in these evolutions. In a second study, a programme of positive psychology has been set up for students. The results confirm the interest of such a scheme to develop the dimensions related to professional integration. From these results, several intervention approaches for universities have been formulated
Burdin, Claire. "Rôles et places des Conseillers Principaux d’Éducation (CPE) dans leurs entretiens avec les parents de collégiens. : une approche en didactique professionnelle." Thesis, Nantes, 2020. http://www.theses.fr/2020NANT2017.
In a context where cooperation between school and families is advocated, we explore how specific the interactions between parents of middle school students and Principal Education Advisers (CPE) are. What roles and places do these professionals adopt in front of parents? Thanks to 95 interviews recorded by 10 CPEs, analysed in a collaborative research framework, identifying their functions is made possible: information towards the parent, reframing and monitoring the pupil. The thesis is focused on understanding the schemes of 5 CPEs during tense interviews with parents where their child's behavioral problems are addressed. We use a professional didactic approach (Pastré & al., 2006) and take up specifically Vinatier’s work (2009), which allows us to identify the tensions between objects of exchanges and management of interpersonal relationships. Our analysis allows us to conceptualize the facilitator’s posture of CPEs and to highlight the weight of the tensions between pragmatic, educational, relational and institutional issues that they must manage in these interactions. In the elucidation of the CPEs’ schemes (Vergnaud, 1996), a few principles held to be true seem to be shared in their verbal activity: the parent must have the school’s version to "take up" the incident with their child and support its decision. During the exchanges, the CPEs, as the institution’s representatives, take a high position (axis of the power in the interpersonal relationship according to Kerbrat-Orecchioni, 1992) to "convey" (some information, a proposal, the announcement of a sanction) while preserving the relationship with the parent. Some proposals for CPEs’ training emerge from this research
Lapoujade, Christine. "Pratiques innovantes de formation et insertion professionnelle des jeunes : l'expérience du Centre de formation continue de Paris V." Paris 5, 1986. http://www.theses.fr/1986PA05H002.
Blais, Marguerite. "Variantes sur la culture sourde : quêtes identitaires au coeur de la communication /." Montréal : Université du Québec à Montréal, 2005. http://accesbib.uqam.ca/cgi-bin/bduqam/transit.pl?&noMan=24145497.
Martin, Jérôme. "Le mouvement d’orientation professionnelle en France. Entre l’école et le marché du travail (1900-1940). Aux origines de la profession de conseiller d’orientation." Electronic Thesis or Diss., Paris 4, 2011. http://www.theses.fr/2011PA040131.
Between the 1900s and the 1940s, the concept of professional orientation is built at the confluence of three fields: lay of sponsorships and associations concerned with the placement youth at the end of primary school; education officials are concerned about limited number of apprentices; early psychologists propose the use of testing for the assignment of the labour force. The 1920s were marked by the creation of many offices. Supported by social and professional environments very different, the vocational guidance movement is professionalizes gradually, partly through the creation of the National Institute of vocational guidance (INOP) and professional associations. The 1930s constitute a turning point. The rise of unemployment and the skilled labour needs require a reorganization of the device
Turcotte, Mélissa. "La cognition et le fonctionnement socioprofessionnel chez les individus présentant un premier épisode psychotique : une méta-analyse et revue critique." Doctoral thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/68549.
Schizophrenia is considered as one of the most debilitating mental illness and is associated with major indirect social costs, such as productivity lost. The first episode of psychosis, which usually occurs in late adolescence or early adulthood, may hamper the achievement of professional goals. Among the determinants associated with vocational functioning in first-episode psychosis, cognition seems to play a key role. Indeed, results of several studies suggest that cognitive deficits are significantly associated with returning to school or to work in first-episode psychosis. A meta-analysis was conducted in order to determine the magnitude of the associations between cognition and vocational functioning in first episode psychosis. Screening of identified references led to the inclusion of four articles (N = 729). Small to moderate association was found between global cognition and global vocational functioning (Zr = 0.21). The descriptive analysis showed that global neurocognition, verbal learning and attributional style were associated with vocational functioning. The descriptive analysis also revealed associations between positive and negative symptoms, social functioning, motivation as well as social amotivation and vocational functioning. Research and clinical guidelines will be discussed with regards to the concept of vocational functioning, key instruments and methodological caveats. A model of the components of vocational functioning will be discussed in order to better appreciate the multidimensional and complex nature of this concept. Finally, a discussion about the extension of relevant model is carried out in order to better consider cognition and first episode psychosis in interventions promoting vocational recovery.
Monnier, Camille. "Transitions dans le systeme educatif et crises du projet existentiel. Les espaces-temps transitionnels et leurs pedagogies." Toulouse 2, 1987. http://www.theses.fr/1987TOU20046.
Nowadays the educative process lasts about twenty years along its different phases of personalization and socialisation. Its consists of two stages either consecutive or not, each stage being marked by transitional periods. The "school" stage from nursery school to university or technological formations extends on about 15 years now and then interrupted by the changing consecutive courses every fourth or fifth year. Its characteristics are continuity and promotion. Among those changes we have chosen to expatiate on the one which occurs between high school and university. Its challenge and issue are dealt with in the first part of our study. The "post school" or "pre vocational" stage which lasts on an average four or five years is interrupted by socio-economical changes which occur every sixth month on an average. We treat the issue of that period of incertainty in the second part of our survery. Its brings about a question to which we try to answer in the third part of our thesis that is the notion of project. Our argument is that a project can only exist through its breaking phases. Confronting these two types of transition the pre-determined controllable one and the uncertain incontrollable one is the subject of the fourth part of our work. The general hypothesis which underlies our reflection is that there is an inadequate adaptation to the different transitional situations regarding the complexity of the issues and the simplicity of current answers. These transitional situations call for as high a capacity of adaptation as is needed when one is confronted to a new situation (cf j. Piaget). This hypothesis of "educability" has been tested by teams of high school teachers during forming courses. It is dealt with in the fifth part of this work. The results show that it is possible to develop a relationship between psychology and pedagogy, between research workers and teachers
Ouellet, Nicole, and Nicole Ouellet. "Dépression et reconstruction identitaire : intégration de l'expérience de la dépression et changements bénéfiques dans la vie professionnelle." Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/37560.
Ce mémoire a pour objectif de mieux comprendre les remaniements identitaires qui s’associent à la dépression et qui mènent à des changements importants et positifs jusque dans la vie scolaire ou professionnelle. Plus précisément, il examine les répercussions proximales de la dépression, les processus identitaires associés, le rôle des professionnels de l’aide ainsi que le sens donné à cet évènement de la dépression au regard de sa biographie. Cette problématique se révèle pertinente dans le domaine des sciences de l’orientation puisque la dépression est une menace importante à l’insertion socioprofessionnelle et que les conseillers d’orientation sont de plus en plus appelés à accompagner des personnes rencontrant ou ayant rencontré ce problème de santé mentale. Pour répondre à l’objectif de ce mémoire, une méthodologie de nature qualitative a été empruntée. Des entretiens approfondis de type récit de vie ont été réalisés auprès de quatre personnes ayant vécu une dépression. Les résultats montrent que cette dernière peut constituer une crise identitaire majeure à partir de laquelle un retour à soi est utilisé comme tremplin pour repenser ses choix et effectuer des changements professionnels qui permettent une vie plus satisfaisante. Les résultats montent également que les professionnels de la relation d’aide peuvent y jouer un rôle primordial notamment dans la compréhension de la crise et le travail du projet, mais d’abord en accueillant et en légitimant la personne en dépression aux prises avec des insécurités identitaires.
Martin, Jérôme. "Le mouvement d’orientation professionnelle en France. Entre l’école et le marché du travail (1900-1940). Aux origines de la profession de conseiller d’orientation." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040131.
Between the 1900s and the 1940s, the concept of professional orientation is built at the confluence of three fields: lay of sponsorships and associations concerned with the placement youth at the end of primary school; education officials are concerned about limited number of apprentices; early psychologists propose the use of testing for the assignment of the labour force. The 1920s were marked by the creation of many offices. Supported by social and professional environments very different, the vocational guidance movement is professionalizes gradually, partly through the creation of the National Institute of vocational guidance (INOP) and professional associations. The 1930s constitute a turning point. The rise of unemployment and the skilled labour needs require a reorganization of the device
Guénolé, Nicolas. "Conseil adaptatif et accompagnement des demandeurs d'emploi." Phd thesis, Conservatoire national des arts et metiers - CNAM, 2013. http://tel.archives-ouvertes.fr/tel-01062786.
Bayet, Brigitte. "Récits de jeunes en situation de handicap : comment devenir auteur de son parcours de formation vers l'insertion professionnelle ?" Thesis, Paris 10, 2020. http://www.theses.fr/2020PA100018.
The evolution of the conceptual approach to disability, the guidelines developed by international organizations, declined at the european level in terms of rights and social participation of people with disabilities gradually led to the establishment of an inclusive society, with impacts on access to education, vocational training or higher education and professional insertion of young people with disabilities. The subject of this thesis in Education Science is part of a qualitative interpretive and comprehensive survey with phenomenological sensitivity, and focuses on the training path towards the professional insertion of young peoplewith disabilities. It proposes, from their stories, to understand the personal subjective meaning that each one can give to his/her path and his own life, to understand how these young people develop their vocational guidance project, how they can become the authors of their training and of their insertion through the experience of disability, for some of them with physical impairments. The chosen approach was to give priority to the narrative feature with an opening to otherness, a sensitive listening to the fragments of course delivered by these young people, and an analysis in a multi-referentiality bringing intelligibility to this research topic and emerging phenomena. A first analysis-synthesis work for each of the portraits with a reading based on key notions such as subject-actor, psychological empowerment, events, bifurcations and biographical transitions, gives prospects of generalization in the form of pathways typologies
Letscher, Sylvain. "Perception de personnes sourdes sur les obstacles et les facilitateurs reliés à la participation sociale dans les domaines de l'éducation et du travail." Thèse, Université du Québec à Trois-Rivières, 2012. http://www.archipel.uqam.ca/5733/1/D2454.pdf.
Janszen, Stéphane. "Du moment de la démotivation au journal des moments : impact de l'écriture comme tiers dans l'accompagnement et sur l'évolution des jeunes en parcours d'insertion en EPIDE." Thesis, Nantes, 2019. http://www.theses.fr/2019NANT2043.
My research work analyses the results of an experiment on the use of the "Journal des moments" int roduced by Rémi Hess. I used this journal as an accompanying medium for young adults of whom I take care of as a special educator, in a rnilitary-inspired integration organization called EPIDE (Institution for integration into employment). The latter takes care of adults aged 18 to 25 without a qualification, at risk or marginalized, having accepted to engage in a program of occupational inte gratio n. Those young people wbo have been underperforming at school, witb literacy problems, have not found other alternatives to move away from their places of living and to accept the constraints of a life of military inspiration. The results of the notebooks of the seventeen young people of the study highlight the changes made by those diarist trainees and the way in whicb writing bas been a real resource, including producing texts that are sometimes barely legible , but which have become the privileged support of exchanges with their educator. The mediation of writing bas stimulated a real work of reflexivity, bath retrospective and prospective, by accepting to look to the future
Veillette, Josianne. "Dynamiques identitaires de jeunes professionnels en milieu de travail plurilingue et multiethnique : études de cas de Québécois francophones et de Suisses romands." Master's thesis, Université Laval, 2004. http://hdl.handle.net/20.500.11794/17929.
Bellegarde, Katell. "Littéracie et appropriation : ruptures et continuités dans les rapports à l'écrit d'adultes en parcours d'insertion/formation." Thesis, Lille 1, 2015. http://www.theses.fr/2015LIL12012/document.
The present dissertation deals with the appropriation of writing skills by adults in situation of writing insecurity, and enrolled in a social integration through work program. The appropriation process is examined in the light of changes at work in learners’ relationship to writing and reading. Besides, the research presents a reflection on the impact of training-social integration linkage upon the progressive transformation of relationship to writing and reading. The notion of literacy mobilized in this work turned out to be a heuristic framework to think a set of aspects at stake in individual’s relationship to writing. Hence, it helps us as a reference to grasp changes taking place in terms of continuity and breaking points. Our global situated approach of the phenomenon led us to carry out a research based on several methods combination. This mix of methods aimed to understand on the one hand, the progressive process at work regarding relationship to writing; on the other hand, it aimed to figure out literacy contexts, the work one and the training one, where were integrated the twenty eight witnesses of our survey.The corpus analysis highlights the limited training-social integration coupling effects. By in large, this association gives rise to partial reconfigurations. It also underscores among those learners the remaining of enduring conception and stance concerning writing. However, the four drawn out patterns of appropriation underline differentiated effects produced by this linkage. The understanding of these differences lies at the confluence of three explanatory criteria (writing skills, literacy contexts, pedagogical activity and approach)
Desmeules, Amélie. "Différences sur le plan de la motivation au travail, de la capacité de résilience et du sentiment d'efficacité personnelle en classe et à l'école des enseignants débutants selon leur participation à des programmes d'insertion professionnelle offerts dans leurs commissions scolaires d'attache." Master's thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27195.
Robert, Sarah. "Santé et recours aux soins des jeunes en insertion socio-professionnelle : une recherche interventionnelle multicentrique Santé et recours aux soins des jeunes en insertion âgés de 18 à 25 ans suivis en mission locale Effects of systematically offered social and preventive medicine consultation on training and health attitudes of young people not in employment, education or training (NEETs) : an interventional study in France." Thesis, Sorbonne université, 2020. http://www.theses.fr/2020SORUS038.
In France, ‘‘Missions locales’’ are public assistance sites for young people aged 16–25 years who are not in employment, in education or training (NEET). More than 1.4 million NEETs – i.e. ten to fifteen percent of the youth – participate in these sites each year. The main goal of ‘‘Missions locales’’ is to enhance both professional and social insertion – since education, employment, housing and health issues are inseperable. Several international studies have shown that NEETs have poor health status. In France, there were very few quantitative studies on this topic until the PRESAJE survey in 2011, which took place in five ‘’Missions locales’’. Based on data from this survey, we showed that the overall social profile of the NEET population was diverse, with more difficult living conditions than in the general population. Health-related vulnerability factors identified were: low education level; social isolation; insufficient health insurance; low self-esteem; and, low level of trust in institutions. Some of their health indicators were remarkably poor compared to other youth of the same age: more often, they had chronic disease, were overweight or obese, and their mental health status was poor. Despite their poor health, NEETs had less access to health care than the youth of the same age in the general population. This work also has highlighted the importance of having health sites inside ‘‘Missions locales’’. Social and preventive medicine consultations that are fully integrated into the social services for NEETs have an impact on their access to training (and we hope subsequently on their employment), and contribute to changing some of their health-related behaviours
Poirier, Esther. "La qualification des élèves à l'éducation des adultes : un passeport pour l'intégration socioprofessionnelle et la participation citoyenne." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24865/24865.pdf.
Kamara, Assa. "Le paradoxe des stéréotypes de sexe reproduits dans les dispositifs d’insertion : effets sur les projets professionnels des femmes immigrées et issues de l’immigration." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLV042.
The issue of « gender profiled trades » (« le sexe des métiers », Amossé, 2013) is being adressed from a sociological viewpoint, in two job integration agencies, taking into account participants’ trajectories before thier enrolment and their work projects throughout the integration process. Using a qualitative approach, this research diverts from most studies on the subject which are quantitatively oriented. The present study reveals that « gender of work » is a marker internalized by both participants and their trainers in spite of their gender neutral discourse. Even as shifts occur in their work projects, gender orientations do not change significantly women’s preference towards typical female jobs. The study shows that immigration status does not impact deep-rooted patterns. However findings somehow differ from one agency to the other : in the former, both natives and immigrants shared similarities as they engaged in low level precarious jobs, while in the latter, only immigrants pursue such kind of trajectory. This outcome can be explained by certain charactéristics such as low level of literacy, interacting with differenciated forms of supervision and trainership. Further analysis is provided in order to explain those particular interactions in the production of gender profiled trades. In the end, even in the presence of counter examples, actors consider such instances as atypical, leaving uncontested dominant gender oriented job models
Di, Fabio Annamaria. "Pour une aide au Sisyphe de la carrière: nouvelles études empiriques du rôle de quelques variables décisionnelles explicatives." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209449.
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Fabio, A. & Kenny, M. E. (2012). The contribution of emotional intelligence to decisional styles among Italian high school students. Journal of Career Assessment, 20, 404-414.
Di Fabio, A. & Palazzeschi, L. (2009a). Emotional intelligence, personality traits and career decision difficulties. International Journal for Educational and Vocational Guidance, 9(2), 135-146.
Di Fabio, A. Palazzeschi, L. Asulin-Peretz, L. & Gati, I (sous presse). Career indecision versus indecisiveness: Associations with personality traits and emotional intelligence. Journal of Career Assessment./Abstract. The aim of this doctoral dissertation is to analyse the role of four individual variables (personality traits, career decision-making self-efficacy, perceived social support and emotional intelligence) in explaining different decisional aspects (career decision-making difficulties, decisional styles, indecisiveness). In this doctoral work, it was using the results of the following articles that were published or were in press on journals. The article of Di Fabio and Palazzeschi (2009a) highlighted in Italian young workers engaged in paid professional training a relationship between career decision-making difficulties (Lack of readiness, Lack of information, Inconsistent information) and personality traits (inverse relationship with Extraversion and positive with Neuroticism) et inverse with emotional intelligence. The study also showed how emotional intelligence was able to explain a percentage of incremental variance in each of the three dimensions of CDDQ in relation to personality traits. The article of Di Fabio and Blustein (2010) demonstrated in Italian high school students the existence of relationships between emotional intelligence and decisional styles according to Mann et al. (1997) model showing how, among emotional intelligence dimensions, was the Intrapersonal which provided the largest percentage of inverse explanation of non-adaptive styles of the MDMQ (avoidance, procrastination, hypervigilance) whereas was Adaptability which brought the highest percentage of positive explanation of vigilance adaptive style of the MDMQ. The article of Di Fabio and Kenny (2012) confirmed in Italian high school students the existence of relationships between emotional intelligence and decisional styles in this case defined according to Scott and Bruce (1995) model. This study also underlined that it was especially self-reported emotional intelligence rather than ability-based emotional intelligence which explained decisional styles. The article of Di Fabio, Palazzeschi, Asulin-Peretz and Gati (in press) demonstrated that emotional intelligence explained a percentage of incremental variance in relation to both personality traits and career decision-making self-efficacy and perceived social support with regards to both career decision-making difficulties and indecisiveness. The study also revealed that career decision-making difficulties were better explained by emotional intelligence while indecisiveness was better explained by personality traits. The article of Di Fabio and Kenny (2011) showed the effectiveness of a training for the development of emotional intelligence designed specifically for Italian high school students according to ability-based model, showing how this training increased emotional intelligence both ability-based and self-reported and decreased career indecision and indecisiveness. The hypotheses were confirmed by the described articles, opening new perspectives for research and intervention.
References
Di Fabio, A. & Blustein, D. L. (2010). Emotional intelligence and decisional conflict styles: Some empirical evidence among Italian high school students. Journal of Career Assessment, 18, 71-81.
Di Fabio, A. & Kenny, M. E. (2011). Promoting emotional intelligence and career decision making among Italian high school students. Journal of Career Assessment, 19, 21-34.
Fabio, A. & Kenny, M. E. (2012). The contribution of emotional intelligence to decisional styles among Italian high school students. Journal of Career Assessment, 20, 404-414.
Di Fabio, A. & Palazzeschi, L. (2009a). Emotional intelligence, personality traits and career decision difficulties. International Journal for Educational and Vocational Guidance, 9(2), 135-146.
Di Fabio, A. Palazzeschi, L. Asulin-Peretz, L. & Gati, I. (in press). Career indecision versus indecisiveness: Associations with personality traits and emotional intelligence. Journal of Career Assessment.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
Locufier, Aurore. "Rôle des pratiques de recrutement et d'intégration et de la qualité de vie au travail sur la réussite de l'entrée organisationnelle du nouvel embauché : vers un modèle descriptif et explicatif multifactoriel ?" Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0126/document.
This doctoral research was aimed at examining the role of companies in the success ofnewcomers' entry process into the organization (estimated through indicators such as wellbeing,organizational socialization, intent to stay in the company, etc.).Three studies were realized using a qualitative (study 1) and quantitative methodology (study1, 2 and 3). The main results of study 1 (N1 = 21 recruiters and N2 = 77 newcomers) revealedthe importance to provide clear information during the recruitment and shed in lightintegration practices and their most efficient strategies of implementation (eg. informal visitsof the sites'company, collective trainings, etc.). Study 2 was aimed at identifying, based on aliterature review, the components of the quality of work life and proposing anoperationalisation. Thus, a validation was realized on 277 employees. Study 3 was aimed totest several multifactorial models predicting the intention to stay in the company (N = 359).The results confirmed the role of companies in the success of newcomers' entry process intothe organization through the recruitment and integration practices and the quality of work life.In conclusion, this research led to 1) propose an explanatory and multifactorial theoreticalmodel of the success of organizational entry which could be tested in future researches and 2)consider applied perspectives in recruiters and companies actors (various hierarchical levels)training on fundamental elements of newcomers' organizational entry
Provencher, Ariane. "Négociations identitaires d'enseignants immigrants en insertion professionnelle du primaire et du secondaire au Québec." Thesis, 2020. http://hdl.handle.net/1866/25418.
Since the late 1990s, research has increasingly focused on the professional integration of immigrant teachers. It is generally argued that these professionals represent a positive contribution to host societies (Bascia, 1996 ; Bauer & Akkari, 2016 ; Beynon, Ilieva & Dichupa, 2004 ; Broyon, 2016 ; Deters, 2006 ; Kailasanathan, 2013 ; Myles, Cheng & Wang, 2006 ; Niyubahwe, Mukamurera & Jutras, 2019 ; Phillion, 2003 ; Quiocho & Rios, 2000). However, the challenges they face become sources of tension, compromising the migration project (Niyubahwe, 2014). This can provoke a questioning about their identity and undermine their conceptions regarding their self-representation as teachers, as well as the relationship with students, teachers and the profession (Duchesne, 2017 ; Laghzaoui, 2011 ; Niyubahwe, 2014). This research aims to understand how these teachers negotiate the transition from a professional identity developed in their country of origin, to a new teacher identity in Quebec. The analysis, supported by the concepts of professional integration in teaching (Mukamurera, Martineau, Bouthiette & Ndoreraho, 2013), acculturation strategies (Berry, 2005) and professional identity (Dubar, 2015), focuses on the dynamic and interactive process of immigrant teachers identity development. The analysis allows us to identify the challenges of acculturation specific to their professional integration, to describe the strategies they mobilized and to explain the identity negotiation process that allows them to redefine themselves as teachers in Quebec. For this interpretative qualitative research the data was collected using an online questionnaire as well as semi-structured individual and group interviews. The results show that the challenges identified by the participants mainly concern employment access. In addition, a perception of discrimination regarding ethnocultural status or origin is often mentioned. Identity tensions are also reflected in an inconsistency between the image of themselves as professionals, before and after immigration. These lead to the mobilization of acculturation strategies to negotiate these tensions in order to redefine their professional identity. The analysis shows a strong representation of assimilation strategies (Berry, 2005) associated with the desire to conform to the environment's expectations. In addition, certain integration strategies (Berry, 2005) are identified, illustrating the establishment of intercultural exchanges contributing to the host society. Scientifically, the research shows two main contributions: the illustration of identity negotiation postures highlighting the role of interactions in the development of immigrant teachers' professional identity, and the adaptation of a model for analyzing the challenges of professional integration that takes into account the migratory path. In addition, this thesis contributes to knowledge of cultural integration by offering school establishments, concerned ministries and universities, avenues regarding the needs of immigrant teachers. These could also stimulate the reflection of the authorities concerned about the measures to put in place to promote the retention of school personnel, the quality of teaching, as well as students' academic perseverance.
Paquette, Julie. "Le développement d’habiletés personnelles et sociales à travers un programme de thérapie par le plein air pour jeunes contrevenants ; effets sur le niveau d’antisocialité et l’insertion socio-professionnelle." Thèse, 2013. http://hdl.handle.net/1866/9974.
Wilderness therapy is an alternative to more traditional interventions for antisocial youth. This expedition-based intervention requires participation in various outdoor activities, through which participants have the opportunity to modify thought patterns and behaviors. In doing so, they broaden their existing, and often poor, repertoire of personal and social skills, heightening the possibilities of desistence from an antisocial path. An experimental and prospective design, with pre-test and post-tests at three and six months, was used to evaluate the influence of the length of the program on the antisociality and socio-professional status of young offenders. The potential impact as mediators of interpersonal skills and accomplishment motivation was also observed. A sample of 220 young offenders was used, which was divided at random into two conditions; a program lasting between 8 to 10 days or one lasting between 17 and 20 days. Length of program had no direct and significant influence on the antisociality levels or the socio-professional status of the participants. However, length had a positive indirect effect on lowering the level of antisociality of the subjects, through the development of their interpersonal skills and accomplishment motivation. None of the variables had a significant impact on the socio-professional status progress noted for most subjects. Wilderness therapy appears to support young offenders in desisting from an antisocial pathway by facilitating the development of personal and social skills.